Inquiry Group - Number Crunching

My inquiry group this year been my Year 11 NCEA Level 1 Design and Visual Communication class.  I have already done an overall analysis of their results this year, link to blog post here, so I thought that I would do an analysis of the level of excellence grades. I think this will show if my work on literacy with them this year has had any effect as it is the level of analysis writing that gets them the higher grades.

This table shows the percentage of excellence grades achieved for each standard for this year and the previous 5 years.  I decided to show percentage as the comparison as I get a widely different number of students every year and this year was the largest class that I have had in a long while (13 students).

	2018	2017	2016	2015	2014	2013
AS91069	15%	14%	0%	0%	13%	0%
AS91067	15%	14%	0%	0%	13%	0%
AS91066	42%	13%	0%	0%	0%	0%
AS91068	25%	13%	0%	0%	13%	0%

This next table shows the total entries for all the students for all the DVC standards against the number of excellence grades achieved.. This year has the most entries (50) as there was the most students. There was still the same number of standards.

Total Entries	50	30	34	25	32	38
Excellence	12	4	0	0	3	0
	24%	13%	0%	0%	9%	0%

The achievement challenge that I have been focussing on this year has been achievement challenge number 1 :-

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13.

Because of this, I have broken down the achievement of the Māori students in the class.

Maori 2018	15	15	15
4 students	8 (E)	3 (M)	4 (A)
4 standards -1	53%	20%	27%

I am very pleased with the increase in achievement the students have shown and their willingness to go through the process with me this year. They knew I was focussing on literacy with them and why I was doing it.
The breakdown of my inquiry at the start of the process has helped greatly as it gave me a structure to work to and a target to aim at.
The section where I broke down what I needed to learn as the teacher has been a huge learning curve for me this year but I feel it has given me something that I can continue working on.
This whole process for me this year has really highlighted the benefit of using the skills of colleagues round you to great effect.
Thank you to :-

• Robyn Anderson for letting me visit your class room this year
• the Tamaki College English Department for letting me learn something about the asTTle marking
• Marc for all the awesome literacy work he has done with me and my class this year.

Link to all the literacy labelled posts here.

I can do the happy dance now ....

PS ... don't ask me about the Year 12 and year 13 results as that is a whole other story, but I have proved to myself that it works now so I have something to build on and use.